Goal Setting and Progress Monitoring Reading Grades K-8

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1 Goal Setting and Progress Monitoring Reading Grades K-8 When you are ready to set a goal for a student you will be progress monitoring in reading you will want to follow these steps: 1. First you will need to establish the target area (fluency, comprehension or phonics) and the grade level you will be progress monitoring on and obtain a baseline score. You will do this by: A. Determine the grade level text at which you expect the student to read competently by the year s end. (This may or may not be the child s current grade level - it will depend on the student s starting level.) B. Administer 3 probes at this level on the same day. If the student reads between 10 and 50 words in 1 minute but with less than 85-90% accuracy (number of words read ly divided by the total attempted words) move to the next lower level of text and try 3 probes. C. If the student reads between 10 and 50 words per minute at this lower level, the lower level will be their progress monitoring level. However, if the student reads more than 50 words in one minute, move back to the higher level. If the student reads less than 10 words per minute at the lower level, move down a level and repeat the process. D. If the student reads fewer than 10 words in 1 minute at the 1 st grade level or the student is a Kindergartener, then select from word identification fluency, nonsense word fluency, phoneme segmentation fluency, initial sound fluency or letter naming fluency as is determined by the child s need and administer three probes. E. Take the 3 scores from the probes used at the decided upon grade level and area then use the median score (the middle score). For example if the 3 scores obtained are 27, 19 and 29, the median score would be 27. This becomes the first score on your graph. 2. Next, determine the number of weeks you will be implementing the intervention by using the guidelines from the VISD RTI pyramid. Using the chart below, determine the expected weekly rate of improvement by using either the realistic or ambitious weekly growth rate for the designated grade level and subtest. You will multiply the expected growth rate times the number of weeks the intervention will be implemented. For example: If student A, who is in the 3 rd grade and currently reads 27 wpm at a 2 nd grade level, will be progress monitored using passage reading

2 fluency at a 2 nd grade level. The committee determines it will use the ambitious weekly rate of improvement, which is 2.0 wpm per week. We will be implementing the intervention for 9 weeks before we meet again to discuss progress. We multiply 2.0 (weekly expected rate of improvement) X 9 weeks = an expected growth of 18 wpm after 9 weeks. Level K K K Subtest Letter Sound Fluency Initial Sound Fluency Phoneme Segmentation Fluency 1 Nonsense Word Fluency 1 Word Identification Fluency Realistic Progress (per week) 0.89 letters per minute 0.49 sounds per minute 0.92 phonemes per minute.8 words 1.50 words Ambitious Progress (per week) 1.33 letters per minute 0.78 sounds per minute 1.25 phonemes per minute 1.2 words 2.00 words 1 Passage Reading Fluency 2.00 wpm 3.00 wpm 2 Passage Reading Fluency 1.50 wpm 2.00 wpm 3 Passage Reading Fluency 1.00 wpm 1.50 wpm 4 Passage Reading Fluency 0.90 wpm 1.20 wpm 5 Passage Reading Fluency 0.90 wpm 1.20 wpm Passage Reading Fluency 0.70 wpm 1.00 wpm 7 Passage Reading Fluency.70 wpm 1.00 wpm 8 Passage Reading Fluency.0 wpm 1.00 wpm

3 Level Subtest 2 Dibels CBM Maze 3 Dibels CBM Maze 4 Dibels CBM Maze 5 Dibels CBM Maze Dibels CBM Maze Realistic Progress (per week) Ambitious Progress (per week) Goal Writing: Important to note When setting goals, the learning target or deficiency, goal, and intervention should match. Fluency Example (Progress Monitoring at the 2 nd Grade Level): Student will increase 18 words per minute (2wpm X 9 weeks) by the end of the nine week intervention period from 27wpm to 45wpm. Maze Example (Progress Monitoring at the 3 rd Grade Level): Student will increase by 2 per 3 minutes (.31 X weeks) by the end of the nine week intervention period from 5 to 7 per 3 minutes. Letter Sound Fluency Example (Progress Monitoring at the Kinder Level): Student will increase by 8 sounds per minute (.89 letter sounds X 9) by the end of the nine week intervention period from 8 sounds per minute to 1 sounds per minute. Phoneme Segmentation Fluency Example (Progress Monitoring at the Kinder Level): Student will increase by phonemes per minute (.92 phonemes X ) by the end of the six week intervention period from 3 phonemes per minute to 9 phonemes per minute.

4 4. Set up your graph to represent the number of weeks you will be progress monitoring. Your baseline score will be your first score. Your expected outcome will be the score you expect the student to achieve by the end of the designated timeline. By connecting these 2 points you have established your goal line. For example: Student A had a baseline of 27 and an expected growth of 18, which equals an expected end score of 45. See graph below: WPM Week 1 Week2 Week3 Week 4 Week 5 Week Week 7 Week 8 Week 9

5 5. You will need to collect at least 9 data points over the established timeline. You will administer at least 1 to 2 probes per week in order to obtain the required data points. For example: Student A is being progressed monitored for 9 weeks before the next meeting. Student A will be given at least one probe per week in order to get to the minimum 9 required data points. The data will be recorded on the graph. See example below: WPM Week 1 Week2 Week3 Week 4 Week 5 Week Week 7 Week 8 Week 9

6 Maze Example (Progress Monitoring at the 3 rd Grade Level): Student will increase by 2 per 3 minutes (.31 X weeks) by the end of the nine week intervention period from 5 to 7 per 3 minutes. 8 Replacements Day 1 Day 4 Day 8 Day 11 Day 15 Day 18 Day 22 Day 2 Day 30. Take your data and graph to the next RTI meeting to determine if student is making progress and responding to the intervention or if changes are needed.

7 Goal Setting and Progress Monitoring Math Grades K-5 When you are ready to set a goal for a student you will be progress monitoring in math (early numeracy, computation, or concepts and applications) you will want to follow these steps: 1. First you will need to establish the grade level you will be progress monitoring on and obtain a baseline score. You will do this by: A. On two separate days, administer a CBM test from Monitoring Basic Skills series (Fuchs) or if testing at the kinder level use the probe from the designated area. Choose a probe at the grade level lower than the student s grade-appropriate level with the exception of Kinder where you will select the area to progress monitor. Use the time limit for the test and level as stated below. Kinder/Early Numeracy VISD RTI Manual: Number Identification: 1 minute Quantity Discrimination: 1 minute Missing Number: 1 minute Oral Counting: 1 minute Computation Fuch s: 1 st /2 nd Grade: 2 minutes 3 rd /4 th Grade: 3 minutes 5 th Grade: 5 minutes Concepts & Applications Fuch s: 2 nd Grade: 8 minutes 3 rd /4 th Grade: minutes 5 th Grade: 7 minutes Score tests according to the directions stated in the manuals (using the answers for the computation test not the digits.) Average the 2 scores (This is different from the reading). For example if the student scores a 10 on the first test and a 12 on the second test, this would yield an average score of 11.

8 B. If the student s average score is between 10 and 15, then use this grade-level for progress monitoring. C. If the student s average score is less than 10, move down one more grade level and repeat this procedure. D. If the average score is greater than 15, reconsider grade-appropriate material. E. If progress monitoring on the Kinder level, then you will use the Kinder level. 2. Next, determine the number of weeks you will be implementing the intervention by using the guidelines from the VISD RTI pyramid. Using the chart below, determine the expected weekly rate of improvement by using either the realistic or ambitious weekly growth rate for the designated grade level and subtest. You will multiply the expected growth rate times the number of weeks the intervention will be implemented. For example: If student A, who is in the 3 rd grade and currently has a score of 11 on the computation probe at a 2 nd grade level, will be progress monitored using computation at a 2 nd grade level. The committee determines it will use the ambitious weekly rate of improvement, which is.50 answers per week. We will be implementing the intervention for 9 weeks before we meet again to discuss progress. We multiply.50 (weekly expected rate of improvement) X 9 weeks = an expected growth of 4.5 answers.

9 Grade Subtest Realistic Ambitious K Oral Counting K Number Identification 0.93 numbers per minute 1.14 numbers per minute K Missing Number.3.5 K Quantity Discrimination Computation (using answers ) Computation (using answers ) Concepts & Applications 3 Computation (using answers ) 3 Concepts & Applications 4 Computation (using answers ) 4 Concepts & Applications 5 Computation (using answers ).40 blanks.80 blanks blanks 1 blanks blanks 1 blanks Concepts & Applications 0.70 blanks 1 blanks

10 3. Goal Writing: Important to note When setting goals, the learning target or deficiency, goal, and intervention should match. Computation (Progress Monitoring at the 2 nd Grade Level): Student will increase 5 answers per 2 minutes (.50 answers X 9 weeks) by the end of the nine week intervention period from 11 answers to 1 answers. Concepts & Application (Progress Monitoring at the 4 th Grade Level): Student will increase by 4 blanks per minutes (.70 X weeks) by the end of the six week intervention period from 8 blanks to 12 blanks per minutes. Number Identification Example (Progress Monitoring at the Kinder Level): Student will increase by 8 numbers per minute (.93 numbers X 9) by the end of the nine week intervention period from 8 numbers per minute to 1 numbers per minute. Missing Number Example (Progress Monitoring at the Kinder Level): Student will increase by 3 per minute (.3 X 9) by the end of the nine week intervention period from 3 per minute to per minute.

11 4. Set up your graph to represent the number of weeks you will be progress monitoring. Your baseline score will be the average score from above. Your expected outcome will be the score you expect the student to achieve by the end of the designated timeline. By connecting these 2 points you have established your goal line. For example: Student A had a baseline of 11 and an expected growth of 4.5 rounded to 5, which equals an expected goal of 1. See graph below: 18 Computation - Answers Correct Week 1 Week2 Week3 Week 4 Week 5 Week Week 7 Week 8 Week 9

12 5. You will need to collect at least 9 data points over the established timeline. You will administer at least 1 to 2 probes per week in order to obtain the required data points. For example: Student A is being progressed monitored for 9 weeks before the next meeting. Student A will be given at least one probe per week in order to get to the minimum 9 required data points. The data will be recorded on the graph. See example below: 18 Computation - Answers Correct Week 1 Week2 Week3 Week 4 Week 5 Week Week 7 Week 8 Week 9

13 Example: Concepts & Application (Progress Monitoring at the 4 th Grade Level)- Student will increase by 4 blanks per minutes (.70 X weeks) by the end of the six week intervention period from 8 blanks to 12 blanks per minutes. 14 Concepts & Applications - Blanks Correct Day 1 Day 4 Day 8 Day 11 Day 15 Day 19 Day 22 Day 2 Day 30. Take your data and graph to the next RTI meeting to determine if student is making progress and responding to the intervention or if changes are needed.

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